Technology-enhanced language learning (TeLL): An update and a principled framework for English for Academic Purposes (EAP) courses / L'apprentissage des langues assisté par la technologie (TeLL): mise à jour et énoncé de principes pour les cours

Abstract

The range and number of technologies currently available have yielded both opportunities and challenges for language educators. This study aims to review recent technology-enhanced language learning (TeLL) research, and to examine their potential relevance to EAP pedagogy, curricula, assessment and instruction. The results of this study show TeLL research with rising interest in vocabulary, grammar and writing, but less so in speaking, listening, and reading. The results also reveal a shift from a tool-centric view of technology use to one that emphasises the technology-pedagogy-human alliance in the last decade, noting three emerging trends in recent TeLL studies, namely, those that are multi-purpose, multi-genre, and multi-role/skill in design and evaluation. The lack of a holistic approach to TeLL for EAP courses to date, however, has made it necessary and desirable to develop a framework for EAP-specific TeLL, to identify a principle for a generic TeLL programme, and to propound ways of operationalizing such a framework.Key words: technology-enhanced language learning; English for Academic Purposes; sociocultural learning, cognitive linguistics RésuméLa variété et la profusion de technologies actuellement disponibles ont engendré des possibilités nouvelles et des défis pour les enseignants en langue. Cette étude passe en revue la recherche récente consacrée à l'apprentissage des langues assisté par la technologie (TeLL) et examine sa pertinence éventuelle pour la pédagogie, les programmes, l'évaluation et l'enseignement de l'anglais à des fins universitaires. Les résultats de cette étude révèlent un intérêt croissant de la recherche sur l'apprentissage des langues assisté par la technologie pour le vocabulaire, la CJLT/RCAT Vol. 40 (1) Technology--enhanced language learning (TeLL) 2 grammaire et l'écriture, mais un intérêt moindre pour la langue parlée, la langue écoutée et pour la lecture. Les résultats révèlent aussi que, dans la dernière décennie, on est passé d'une utilisation des technologies centrée sur les outils à une utilisation privilégiant l'alliance technologie-pédagogie-humain. Trois tendances émergent dans les études récentes, à savoir celles qui sont multiusages, multigenres, et multirôles/habilités dans la conception et l'évaluation. L'absence actuelle d'une approche holistique de l'apprentissage des langues assisté par la technologie pour les cours d'anglais à des fins universitaires a cependant rendu nécessaires et souhaitables l'élaboration d'un cadre TeLL propre à l'anglais à des fins universitaires, l'identification du fondement pour un programme générique TeLL, ainsi que la proposition des moyens pour opérationnaliser un tel cadre.

An Investigation of EAP Teachers’ Views and Experiences of E-Learning Technology

“…To date, research specifically on e-learning within the EAP context has primarily focused on the development of academic writing skills, particularly via the use of computerised corpora [16]. Gilbert [15], for example, discusses a range of publications regarding concordancing and corpus analysis in EAP, approaches which allow practitioners to "closely examine English as it is actually written and spoken in a range of contexts" (p. 122).…”

“…Charles and Pecorari [19] suggest that language learning that utilises multimedia materials and mobile devices helps develop reflective and autonomous learners. Furthermore, they see the use of Web 2.0 tools such as those cited by Gilbert [15] and Chau and Lee [16]-and including social media sites, wikis and blogs-as illustrating the positive impact that technology has on EAP learners' ability to collaborate, upload their work and share it more widely, as well as "to respond to others' content more immediately" [19] (p. 85). Windsor and Park [3] similarly report on the use of structured wiki tasks in an EAP foundation course.…”

“…A further theme that appeared in both the survey and interview data concerned the perceived pedagogical value of using e-learning technology in teaching. While its importance has been emphasised by Ramachandran [10] and Chau and Lee [16], KM, for example, stated that: there has to be value in it; I think sometimes you can throw something in just because you think, 'oh, the students will like this because it's technology', without thinking about how does it actually support your teaching.…”

Reflecting on Existing English for Academic Purposes Practices: Lessons for the Post-COVID Classroom

“…Even before the COVID-19 pandemic, EAP teachers in Hong Kong utilised numerous technologies in their face-to-face classrooms in order to enhance the student experience and improve learning outcomes. Digital tools help students develop the abilities to reflect on their work, learn independently [11], collaborate, share their work [12], and enrich reading and writing skills through wikis [13]. However, few studies have examined digital tools' utilisation and perceived value for creating participatory learning environments, fostering autonomy, and enhancing transferable skills.…”